Author: M. Thaxter DickeyPublisher:
ISBN:
Category : Self-esteem
Languages : en
Pages : 122
Book Description
Expectation of Future Task Success as a Function of Past Performance, Locus of Control, Self-esteem and Causal Attributions
Author: M. Thaxter DickeyPublisher:
ISBN:
Category : Self-esteem
Languages : en
Pages : 122
Book Description
Expectations and Actions
Author: Norman T. FeatherPublisher: Routledge
ISBN: 1000363716
Category : Psychology
Languages : en
Pages : 301
Book Description
Originally published in 1982, this book examines the current status of expectancy-value models in psychology. The focus is upon cognitive models that relate action to the perceived attractiveness or aversiveness of expected consequences. A person’s behavior is seen to bear some relation to the expectations the person holds and the subjective value of the consequences that might occur following the action. Despite widespread interest in the expectancy-value (valence) approach at the time, there was no book that looked at its current status and discussed its strengths and its weaknesses, using contributions from some of the theorists who were involved in its original and subsequent development and from others who were influenced by it or had cause to examine the approach closely. This book was planned to meet this need. The chapters in this book relate to such areas as achievement motivation, attribution theory, information feedback, organizational psychology, the psychology of values and attitudes, and decision theory and in some cases they advance the expectancy-value approach further and, in other cases, point to some of its deficiencies.
Expectations and Actions
Author: Norman T. FeatherPublisher: Routledge
ISBN: 1000363619
Category : Psychology
Languages : en
Pages : 451
Book Description
Originally published in 1982, this book examines the current status of expectancy-value models in psychology. The focus is upon cognitive models that relate action to the perceived attractiveness or aversiveness of expected consequences. A person’s behavior is seen to bear some relation to the expectations the person holds and the subjective value of the consequences that might occur following the action. Despite widespread interest in the expectancy-value (valence) approach at the time, there was no book that looked at its current status and discussed its strengths and its weaknesses, using contributions from some of the theorists who were involved in its original and subsequent development and from others who were influenced by it or had cause to examine the approach closely. This book was planned to meet this need. The chapters in this book relate to such areas as achievement motivation, attribution theory, information feedback, organizational psychology, the psychology of values and attitudes, and decision theory and in some cases they advance the expectancy-value approach further and, in other cases, point to some of its deficiencies.
Resources in Education
Author: The Effects of Internal-external Locus of Control and Attribution of Causality for Success and Failure on Achievement Performance in Competitive and Non-competitive Situations
Author: Cosandra Irene DouglasPublisher:
ISBN:
Category : Achievement motivation
Languages : en
Pages : 196
Book Description
Motivation in Groups
Author: Anne Marie O'LearyPublisher:
ISBN:
Category : Motivation (Psychology)
Languages : en
Pages : 526
Book Description
Achievement, Stress, and Anxiety
Author: Heinz W. KrohnePublisher:
ISBN:
Category : Psychology
Languages : en
Pages : 408
Book Description
Handbook of Educational Psychology
Author: David C. BerlinerPublisher: Routledge
ISBN: 0805850805
Category : Educational psychology
Languages : en
Pages : 1075
Book Description
Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners' development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. New chapters cover topics such as adult development, self-regulation, changes in knowledge and beliefs, and writing. Expanded treatment has been given to cognition, motivation, and new methodologies for gathering and analyzing data. The Handbook of Educational Psychology, Second Editionprovides an indispensable reference volume for scholars, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology. s, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology.
Savoring Success
Author: Jessica KeeneyPublisher:
ISBN:
Category : Positive psychology
Languages : en
Pages : 266
Book Description
An Attributional Theory of Motivation and Emotion
Author: Bernard WeinerPublisher: Springer Science & Business Media
ISBN: 1461249481
Category : Psychology
Languages : en
Pages : 419
Book Description
For a long time I have had the gnawing desire to convey the broad motivational sig nificance of the attributional conception that I have espoused and to present fully the argument that this framework has earned a rightful place alongside other leading theories of motivation. Furthermore, recent investigations have yielded insights into the attributional determinants of affect, thus providing the impetus to embark upon a detailed discussion of emotion and to elucidate the relation between emotion and motivation from an attributional perspective. The presentation of a unified theory of motivation and emotion is the goal of this book. My more specific aims in the chapters to follow are to: 1) Outline the basic princi ples that I believe characterize an adequate theory of motivation; 2) Convey what I perceive to be the conceptual contributions of the perspective advocated by my col leagues and me; 3) Summarize the empirical relations, reach some definitive con clusions, and point out the more equivocal empirical associations based on hypotheses derived from our particular attribution theory; and 4) Clarify questions that have been raised about this conception and provide new material for still further scrutiny. In so doing, the building blocks (if any) laid down by the attributional con ception will be readily identified and unknown juries of present and future peers can then better determine the value of this scientific product.